Interview with Erin Minehan Principal Campbell Primary School
In classrooms where expectations run high and innovation thrives, a quiet but powerful movement is reshaping how teaching excellence is recognised. At the centre of it is the Highly Accomplished and Lead Teacher (HALT) Certification, a process increasingly embraced by educators and school leaders alike.
For one school leader at Campbell Primary, Erin Minehan, the journey into HALT assessment began with a simple but enduring passion: supporting others to succeed.
“I’ve always been drawn to coaching and mentoring staff,” she explained. “The Australian Professional Standards for Teachers provide such a strong framework for that work. Becoming an assessor felt like a natural extension, especially given the opportunity HALT Certification offers to showcase best practice across diverse educational settings.”
Far from being a tick-box exercise, HALT certification is underpinned by robust Assessor training and a commitment to consistency. “The assessor training was incredibly thorough,” she reflects. “It wasn’t just about understanding the standards more deeply, it was about ensuring our judgments were aligned across sectors. That collaborative moderation process really strengthened our collective understanding of what high-quality teaching looks like.”
This shared lens has proven critical in maintaining the integrity of certification, ensuring that recognition is both rigorous and meaningful. While HALT certification is widely seen as a mark of distinction, its value goes far deeper. For teachers and school leaders, it offers a structured pathway for professional growth.
“I’m deeply invested in making sure our experienced teachers feel supported,” says Erin. “HALT gives motivated educators the opportunity to refine their practice and clearly articulate their strengths within a recognised framework.”
In an increasingly complex and fast-changing profession, that clarity matters. It not only strengthens individual practice but also contributes to a culture of ongoing learning within schools.
Lifting the Whole School Community
At Campbell, the benefits of HALT certification are felt well beyond individual classrooms. “The teaching profession is both complex and dynamic,” she notes. “We’re fortunate to work alongside such dedicated professionals. HALT provides a powerful way for schools and communities to recognise and celebrate that commitment to excellence.” Teachers who achieve Highly Accomplished or Lead status often become catalysts for improvement, sharing expertise, mentoring peers, and driving innovation across the school.
Identifying future HALT candidates is itself a meaningful act of professional recognition. “As a school leader, I think it’s essential that teachers feel valued,” she emphasises. “Simply recognising someone as a potential HALT candidate sends a strong message about their expertise, their impact, and their commitment to the profession.”
Those who pursue certification often share common traits: a desire for growth, a willingness to reflect deeply on their practice, and a commitment to making a difference beyond their own classroom.
For leaders looking to encourage more teachers to step forward, the message is clear: start with support and recognition.
“Helping teachers see themselves as capable of achieving HALT is key,” she suggests. “It’s about fostering confidence, providing guidance, and creating an environment where excellence is both expected and celebrated.”
As schools continue to navigate evolving demands, initiatives like HALT certification are proving vital, not just in recognising outstanding teachers, but in elevating the profession as a whole.
In a system driven by impact, HALT is more than a credential, it’s a commitment to excellence that resonates across classrooms, staffrooms, and entire school communities.